Effects of cooperative learning strategy on sss11 students’ comprehension of reading passages in ebonyi state of nigeria

Chinyere Henrietta Maduabuchi and Blessing Ngozi Chukwu

This study explored information on the effect of cooperative learning strategy on SS11 students’ comprehension of reading passages in Ebonyi State of Nigeria. Non-equivalent control group design was adopted as the research design. The population of the study comprised nine thousand one hundred and eighty five (9185) students in all the 48 government co-educational secondary schools in the area of the study. A sample of one hundred and twenty (120) students from four intact classes was drawn from four co-educational schools. The English Language Achievement Test on Comprehension (ELATC) was the instrument used for data collection. Mean and standard deviation were used to answer the research questions while analysis of co-variance (ANCOVA) was used to test the null hypotheses. The results of the study revealed that cooperative instructional strategy has positive effect on students’ comprehension of reading passages in English language due to its interactive pattern.; there is no significant difference on the mean achievement scores of male and female students taught comprehension passages with cooperative learning strategy and those taught with conventional method as both male and female students have the same achievement baseline. Based on these findings, the study recommended among other things that cooperative instructional strategy should be adopted in the teaching of reading comprehension passages in English language because its learner friendly attributes.

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DOI: http://dx.doi.org/10.24327/ijcar.2017.3775.0365